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Percepção dos tutores em relação às competências dos recém-graduados : sairão os estudantes bem preparados das escolas médicas?
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Resumo(s)
Introdução A avaliação sistemática da competência dos recém-graduados no contexto da sua prática clínica é decisiva para monitorizar a eficácia da formação pré-graduada, fundamentar alterações curriculares e garantir a qualidade do ensino. Este estudo utilizou a percepção dos tutores do Ano Comum (AC) para caracterizar in loco a preparação dos Internos do Ano Comum (IACs) para a realidade da prestação de cuidados, no início da sua formação pós-graduada.
Métodos Foi solicitado aos tutores de IACs dos últimos dois anos o preenchimento de um questionário validado, construído com base no documento de consenso Tuning Project Learning Outcomes/Competences for Undergraduate Medical Education in Europe.
Resultados Reuniram-se 54 respostas de 22 instituições de saúde. O valor médio de competência no conjunto dos itens foi de 3,103. Os itens relativos a procedimentos práticos, prescrição farmacológica, emergências médicas e princípios médico-legais obtiveram resultados inferiores a suficiente. Os itens relativos a princípios éticos e informação, tecnologia e ciência obtiveram os resultados mais elevados, cifrando-se num nível bom de competência. Em vários itens, mais de 50% dos tutores consideraram a competência dos IACs insuficiente ou inexistente. Foram apontadas áreas de reforço do ensino por 66,7% dos participantes, destacando-se as categorias “urgência e emergência”, “técnicas”, “prescrição farmacológica” e “profissionalização”.
Discussão Na perspectiva dos tutores, os IACs não são competentes em áreas basilares da prática médica. Os resultados são mais negativos do que os obtidos numa recente caracterização da auto-percepção dos recém-graduados portugueses. É essencial que estes resultados sirvam para fundamentar alterações nos currículos pré-graduados e que se invista em avaliar de forma sistemática o ensino ministrado nas Escolas Médicas. Para tal, exige-se a existência, em Portugal, de uma framework de competências consensual, pragmática e verdadeiramente aplicada e de uma base de dados centralizada que faça corresponder a cada interno, os seus locais de formação e o(s) seu(s) tutor(es).
Introduction A systematic evaluation of newly graduates’ competences on the setting of their clinical practice is crucial to allow for monitoring of the effectiveness of undergraduate training, to inform curricular changes and to assure the quality of medical education. This study aimed at characterizing on the spot preparation of portuguese Internos do Ano Comum (IACs) for patient-care, at the beginning of postgraduate training, according to tutors’ perceptions. Methods A validated questionnaire based on the consensual framework Tuning Project Learning Outcomes/Competences for Undergraduate Medical Education in Europe was presented to tutors of 2016 and 2017 IACs. Results Respondents included 54 tutors of 22 different institutions. The average aggregate competence for all the items was 3,103. Items regarding practical procedures, drug prescription, medical emergencies and legal principles were rated less than sufficient. Items regarding ethical principles and information, technology and science showed the highest results, with a good level of competence. More than 50% of tutors considered interns’ competence insufficient or inexistent in several items. 66,7% of respondents suggested areas for curricular improvement, focusing mainly in “urgent and emergent care”, “practical procedures”, “prescribing” and “more clinical practice”. Discussion According to tutors’ perceptions, IACs are not competent in key areas of medical practice. These results are worse than those of a recent study on Portuguese newly graduates’ self-perceptions. An investment in systematic evaluation of undergraduate medical education is of utmost importance and results drawn must inform curricular changes. However, the existence of a common and practicable framework is essential to accomplish this goal, as is the creation of a central database with linked information on interns, their medical schools and postgraduate education sites, and their tutors.
Introduction A systematic evaluation of newly graduates’ competences on the setting of their clinical practice is crucial to allow for monitoring of the effectiveness of undergraduate training, to inform curricular changes and to assure the quality of medical education. This study aimed at characterizing on the spot preparation of portuguese Internos do Ano Comum (IACs) for patient-care, at the beginning of postgraduate training, according to tutors’ perceptions. Methods A validated questionnaire based on the consensual framework Tuning Project Learning Outcomes/Competences for Undergraduate Medical Education in Europe was presented to tutors of 2016 and 2017 IACs. Results Respondents included 54 tutors of 22 different institutions. The average aggregate competence for all the items was 3,103. Items regarding practical procedures, drug prescription, medical emergencies and legal principles were rated less than sufficient. Items regarding ethical principles and information, technology and science showed the highest results, with a good level of competence. More than 50% of tutors considered interns’ competence insufficient or inexistent in several items. 66,7% of respondents suggested areas for curricular improvement, focusing mainly in “urgent and emergent care”, “practical procedures”, “prescribing” and “more clinical practice”. Discussion According to tutors’ perceptions, IACs are not competent in key areas of medical practice. These results are worse than those of a recent study on Portuguese newly graduates’ self-perceptions. An investment in systematic evaluation of undergraduate medical education is of utmost importance and results drawn must inform curricular changes. However, the existence of a common and practicable framework is essential to accomplish this goal, as is the creation of a central database with linked information on interns, their medical schools and postgraduate education sites, and their tutors.
Descrição
Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2018
Palavras-chave
Percepção dos tutores Recém-graduados Educação médica pré-graduada